Introduction to pedagogy with didactic

Pre-requisites: Following exams should be passed: Psychology for teachers

Course objectives: Understanding basic pedagogical and didactic concepts, developing foundations of teacher professional identity as reflective practitioner and developing openness for competence building; enabling students to establish effective communication and developing competence for cooperation.

Course description: Theoretical instruction: Contemporary theories of education: Education and the related concepts. Education in social context. Concepts of education and all-encompassing education. Life-long education as a civilization need. School: School as a learning community and an open system. Cooperation between teachers and students, parents and colleagues. Learners` participation in school activities. School climate. Teaching as a profession: The position and role of teachers in the process of teaching and in an educational institution. Teachers` competences. The teacher as a reflective practitioner. Teachers` professional development. Introduction in Didactic. Contemporary teaching. Curriculum, Planing, Teacher preparation for Teaching. Teaching evaluation and learning assessment. Practical instruction: Analyzing teaching practice.

Learning Outcomes: Students should (be able to): explain and adopt the different roles teachers take as part of their professional identity; to use proper basic pedagogical terminology; be aware of the importance of cooperation with relevant actors in the process of education and to improve cooperation at work; be acquainted with different types of teachers` professional development and be prepared to develop professionally and to contribute to the development of the school.

Introduction to pedagogy with didactic

Pre-requisites: Following exams should be passed: Psychology for teachers

Course objectives: Understanding basic pedagogical and didactic concepts, developing foundations of teacher professional identity as reflective practitioner and developing openness for competence building; enabling students to establish effective communication and developing competence for cooperation.

Course description: Theoretical instruction: Contemporary theories of education: Education and the related concepts. Education in social context. Concepts of education and all-encompassing education. Life-long education as a civilization need. School: School as a learning community and an open system. Cooperation between teachers and students, parents and colleagues. Learners` participation in school activities. School climate. Teaching as a profession: The position and role of teachers in the process of teaching and in an educational institution. Teachers` competences. The teacher as a reflective practitioner. Teachers` professional development. Introduction in Didactic. Contemporary teaching. Curriculum, Planing, Teacher preparation for Teaching. Teaching evaluation and learning assessment. Practical instruction: Analyzing teaching practice.

Learning Outcomes: Students should (be able to): explain and adopt the different roles teachers take as part of their professional identity; to use proper basic pedagogical terminology; be aware of the importance of cooperation with relevant actors in the process of education and to improve cooperation at work; be acquainted with different types of teachers` professional development and be prepared to develop professionally and to contribute to the development of the school.

Literature/Reading:

• Brofi, Dž. (2004), Nastava, Beograd: Pedagoško društvo Srbije, 9-47.
• Gudjons, H. (1994), Pedagogija, Temeljna znanja, Zagreb: Educa, 17-24, 143-148, 160-165.
• Havelka, N., Hebib, E., Baucal, A. (2003), Ocenjivanje za razvoj učenika, Beograd: Ministarstvo prosvete i sporta RS , 12-16, 24-29
• Havelka, N. (2000), Učenik i nastavnik u obrazovnom procesu, Beograd: Zavod za udžbenike i nastavna sredstva, str. 104-118.
• Hebib, E., Radulović, L. (2000), Mogućnosti ostvarivanja saradnje nastavnika i stučnih saradnika, Beograd: Nastava i vaspitanje (3), 326-339
• Hebib, E., Radulović, L. (2001), Dečja participacija u školi, Beograd: Učitelj, 71-72, 126-135.
• Kyriacou, (2001), Temeljna nastavna umijeća, Zagreb: Educa,13-33, 181-204.
• Pešić, M. (1991), Planiranje, praćenje i evaluacija sopstvenog rada, Učitelj u praksi, Beograd, 227-245.
• Radulović, L. (2011), Obrazovanje nastavnika za refleksivnu praksu, Beograd: Filozofski fakultet, 19-26.
• Terhart,E. (2001), Metode poučavanja i učenja, Zagreb: Eduka, 147-172, 182-189